Self-reflection

In this reflection I am going to be talking about the outcome and my performance in the sector studies exam and how I could have improved. I will also be reflection on my academic performance throughout this first year of university and referring to my other self-reflections on maths and chemistry from the fundamentals module.

I knew my weak spots before preparing for this exam, so this was where I was going to start. If we look back at my other reflections my weak spots in maths were the more complex calculations and the reason being as I hadn’t used m maths skills for two years before staring my degree. I had set myself some targets and wanted to use (Reed, 2011) a book which was recommended in the fundamentals module for improving maths skills and further reading in the subject. Since then I have used this book and other resources in order to improve my understanding and help me with the calculations. Other than just studying I have also spent a lot of time throughout this year sharing my knowledge and helping my peers in my class, they have done the same and it has boosted us academically more than just revising alone would have. It is said that peer work and teaching others helps to retain information better. (Lin, 2007)

Chemistry was always my weakest spot during the first semester of my degree but throughout this year I have improved dramatically much like with my maths skills. I have learnt a lot and managed to accomplish things I never thought I would have. At the begging of the year I struggled with understanding complex molecule structures and bonding, I have used (Crowe and Bradshaw, 2014) a book available in the library. It breaks things down and helped me in class as I had a foundation to rely on and build on top off. Like with my maths I have also used my peers to boost my knowledge in chemistry throughout this year. I Have learnt that it is not always best to get disheartened if I haven’t understood something and go over it time and time again but instead to come back at another time and start from scratch in order to have a clear mind and help to understand it better. (McLeod, 1989)

In my maths data handling exam, I achieved a grade of 61%. I am quite happy with this grade and feel like it shows I worked hard and have managed to learn well and keep my maths skills up to date throughout this first year. Looking at the exam I can see where I lost some marks and how I could improve next time in order to achieve a better grade in the future in similar modules or subjects.

I lost some marks on the first page which was questioning about referencing and asked to write a reference in full, from a given journal. I didn’t get the marks for this question as I didn’t fully know what order to put the information and ow to write it out in full; I believe this is because I rely on Zotero to do all my referencing for my and never have to use this skill myself. People are becoming too reliant and depend on tools and in the future robots to carry out simple tasks that they forget the skill themselves. (Automata, Languages, and Machines, 1974) I think it is important to refresh theses skills and remember these skills to pass down to younger generations, so they too understand.

 

Another set of marks I lost was calculating standard error, In the exam I had totally forgot how to do this and left it blank. I think for the future and I need to look over this and keep refreshing myself, so I don’t forget. By refreshing subjects we bring them back to the front of our memory, if we don’t do this then past information that is never used will be lost and forgotten. (‘Refreshing Recollection,’ 1912)

 

Looking back at this first year of my degree and this maths test I can see how I have used resources and my peers to achieve my best and learn the basics. I feel like have learnt enough for a foundation to fall back onto in my approach to the second year and that I have the right skills and time management to improve further and achieve better grades and get a better understanding of the subjects. I know looking at my maths exam how I could have improved and what to study to try and get into my head. I lost silly marks and hope to remember this information for the future.

Targets for the future:

  • To revise referencing and not to become dependent on Zotero to much
  • To refresh skills and knowledge so as not to forget things that are not being used very often
  • To arrange a time management plan for the summer so that I don’t become lazy and keep on top of things in preparation for the second year

 

References

Automata, Languages, and Machines (1974). Academic Press.

Crowe, J. and Bradshaw, T. (2014) Chemistry for the biosciences: the essential concepts.

Lin, H.-F. (2007) ‘Knowledge sharing and firm innovation capability: an empirical study.’ International Journal of Manpower, 28(3/4) pp. 315–332.

McLeod, D. B. (1989) ‘The Role of Affect in Mathematical Problem Solving.’ In Affect and Mathematical Problem Solving. Springer, New York, NY, pp. 20–36.

Reed, M. B. (2011) core maths for the biosciences.

‘Refreshing Recollection’ (1912) Dickinson Law Review, 17, October, p. 29.

 

 

 

 

 

 

ADDIN ZOTERO_ITEM CSL_CITATION {“citationID”:”n68nlkuR”,”properties”:{“formattedCitation”:”(Lin, 2007)”,”plainCitation”:”(Lin, 2007)”,”noteIndex”:0},”citationItems”:[{“id”:152,”uris”:[“http://zotero.org/users/local/kcR6H5MF/items/ZQNB5R6T”%5D,”uri”:[“http://zotero.org/users/local/kcR6H5MF/items/ZQNB5R6T”%5D,”itemData”:{“id”:152,”type”:”article-journal”,”title”:”Knowledge sharing and firm innovation capability: an empirical study”,”container-title”:”International Journal of Manpower”,”page”:”315-332″,”volume”:”28″,”issue”:”3/4″,”source”:”emeraldinsight.com (Atypon)”,”DOI”:”10.1108/01437720710755272″,”ISSN”:”0143-7720″,”shortTitle”:”Knowledge sharing and firm innovation capability”,”journalAbbreviation”:”Int J of Manpower”,”author”:[{“family”:”Lin”,”given”:”Hsiu-Fen”}],”issued”:{“date-parts”:[[“2007″,6,19]]}}}],”schema”:”https://github.com/citation-style-language/schema/raw/master/csl-citation.json”} (Lin, 2007)

 

 

 

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Development plan

Currently I am an undergraduate in my first year at university studying a degree in bio – veterinary science. After completing this in three years’ time my plans are to get into vet school as a graduate and train to become a vet. My hopes are that I should be able to do this but there are many obstacles and items that that need addressing or completing to accomplish this.

In order to get into vet school first of all I need to get good grades and contact the admissions team of a few of the universes I hope to get in to, in order to get as much information as possible and know exactly what I need to achieve in y current studies. I already know they are going to be high grade such as a 1st or 2:1 minimum.

I need to look professional and stand out as there are going to be many applicants and the universities are going to want to know what is special about me. I have recently met up and had a chat with Professor Brendan Corcoran, who is currently Personal Chair of Veterinary Cardiopulmonary Medicine at Edinburgh vet school. He gave me some good advice and tips about this matter and how to increase my chances of getting into vet school and which ones to apply for. He told me to get work experience of every filed possible and start building a portfolio from now. My aims are to get a week in as many fields as I can such as equine, small animals, animal hospitals, agricultural/farm animals and even a few days at an abattoir. This wide dense amount of work experience in a varied number of fields will look good and gives me knowledge of every are that I will need to know about and come into play with veterinary studies in some shape or form.

Another way I am going to make myself have a better chance of accomplishing my goal is by collecting as much CPD as I can whilst studying my current degree. I am already a member of the Royal Society of Biology and this gives me so much room to explore and collect this CPD.  One of my targets this year is to become a more proactive member and start to use this a resource better as well as maybe attending some of the conferences.

Although I plan collect all this work experience and a log of all my CPD I still have two main problems. One is funding and the other is my English skills. Funding is going to be difficult but when speaking to Prof Corcoran he told me to contact admissions and finance at the universities and he also mentioned some sort of funding for graduates going to vet school. I forgot the information of the funding he was telling me about. I plan to get in touch with him again and have a chat about this, so I can be clearer on the subject. My English skills are another obstacle that is going to get in the way. During my studies so far, my work has always been consistent and okay but the main thing stopping me from achieving higher grades in my opinion is the way I write and the structure of my work; including scientific writing.  In order to improve in this area, I plan on using tools online in English writing techniques and maybe attending some workshops held at mu university.

My targets for the next few months are to improve my skills in English and time management as I leave work too late sometimes.

Other targets are to collect work experience, collect CPD and to get in contact with admissions in some universities.

Hopefully with the skills I already have today and by enhancing some of them and collecting new ones I will increase my chances of getting into vet school and become a vet.

Self-reflection in maths and chemistry

This reflection is an update from my previous one and a marker to see where I have improved and what I have done since writing my last reflection to today in order to help achieve progression.  As mentioned before both maths and chemistry play an important part in the fundamentals module and it is key to have a good foundation in both these subjects, and to use this a foundation to build from in further studies and more complex modules at uni.

In my last reflection I mentioned that my weak spot in the maths side of things was the calculations. I remember at the beginning of the module I struggled with some of the maths calculations and problems because they seemed complex and I had not used my maths skills for over two years before hand. Some of the calculations confused me and I did not know where to start. This was because of the layout of the questions and because I had not seen any questions like this before or had to solve them in the past.  To help myself understand the maths calculations and try to be able to solve them easily I used a book called “core maths for the biosciences” (Reed, 2011) This book was recommended by the teachers I class and was also available on loan in the university library. I found it useful as it had maths problem in it which were then explained and broken-down step by step. This gave me an understanding of how to tackle and solve problems that are given to me in class in the future.

In the last semester I have learnt not to be disheartened or become negative if I can’t solve a question, but instead to come away from it; have a break and put my mind a rest and them come back to the same thing with a different strategy and in a new light.  This is because people get so overworked over solving a problem they get frustrated and use them same strategy time and time again even though it wont work. (McLeod, 1989)

Chemistry was one of my weak spots during the begging of the first semester because I had not done any work on it since my gcse level studies at school and even then, found it more challenging because of its in-depth nature. If we look back at my first reflective piece we can see that I found it very daunting at first and struggled with the molecular and bonding sides of chemistry.  I mentioned I wanted to spend some time doing personal studies around this area to try and get myself up to scratch and ready for when things progressed in the module.  Since writing my last reflective piece I have managed to use some of my time to study and try and learn more around lessons to become more comfortable in myself.  Again, like the maths a good book was mention and recommended by the teachers for learning and self-teaching chemistry for this module. The book was available at the uni library for loan. I found it useful as it very good illustrated pictures which helped me to understand things better seeing it in this light. Molecular chemistry was explained nicely and bodning too, it was all broke down into bitesize pieces which helped me understand it better when next mentioned in class. (Crowe and Bradshaw, 2014)

Although I had a good book and found some good websites I could use for my personal studies on chemistry I found that I was not very good at time management and would always delay and avoid doing any studies in this area. I looked up ways to control and set up a time management programme in order to sort resolve this issue and hopefully improve my studies. I set aside scheduled slots of time for certain things and made sure when I was studying I was away from distractions and in the right frame of mind. There is no point going to study when you are stressed over tired or when your glued to your favourite series or social media. (PsycNET Record Display, 1990)

 

Looking back over the last semester I can see how I have improved in both maths and chemistry. I have been able to solve maths problems very quickly and easily by then end of the semester which I would have previously struggled with. Now I know not to overthink the problems when I first see them, and I can figure out where to start in solving the problem and what calculations to use; I m now confident and have little issues with my maths skills for this level of my studies in my course. Looking back at my chemistry progression I can also see an improvement, I no longer seem to daunt it and feel a lot more comfortable with it. Using my free time to pick up my weakness in this has benefited me and using time management plan has allowed me to put more time aside for studding and allowed to me to explore my potential.

 

 

Targets for the future are:

  • to continue with personal studies and try to find more in-depth resources rather than just the books mentioned in class or basic websites.
  • To continue using time management plan and excel in self-taught things
  • To try and maximise my studying and read up before classes so as to be ahead and maxims learning in class
  • To continue solving maths calculations so as not to challenge myself become rusty in the future and start over again.

 

 

 

References

Crowe, J. and Bradshaw, T. (2014) Chemistry for the biosciences: the essential concepts.

McLeod, D. B. (1989) ‘The Role of Affect in Mathematical Problem Solving.’ In Affect and Mathematical Problem Solving. Springer, New York, NY, pp. 20–36.

PsycNET Record Display – PsycNET (1990). [Online] [Accessed on 10th January 2018] /record/1991-13852-001.

Reed, M. B. (2011) core maths for the biosciences.

Lab Report

DNA fingerprinting using PCR

Introduction:

DNA fingerprinting is a technique based on PCR amplification and restriction of DNA strands. (Vos et al., 1995) This method is used in forensics today and this practical is based on that. The method is helping solve murder and rape trials and convictions today as DNA of high molecular weight can be isolated from blood or semen of up to 4 years old. (Gill et al., 1987) The experiment being carried out is based on the use in forensics and we are going to try and match the suspect to the crime scene. We are however going to be using a pre-made kit with DNA samples in.

Experiment:

  • To carry out an experiment based on DNA fingerprinting using PCR and DNA amplification; using a ready-made kit with crime scene and four suspects.

 

  • To make our own gel for the electrophoresis stage of the practical.

 

Materials / Equipment:

  • DNA fingerprinting kit
  • PCR machine
  • 5x PCR tubes
  • Fine pen
  • Micro pipette
  • EdvoBeads
  • Centrifuge
  • Ice block
  • Distilled water

 

For making gel:

 

  • TBE buffer
  • Agarose powder
  • Microwave
  • beaker
  • Heat proof flask
  • Balance
  • Weighing boat
  • Conical flask
  • Gel mould and comb
  • Distilled water
  • spectrophotometer

 

Procedure:

The fist step of this practical was to get the samples of DNA ready for the PCR. We had the kit and had to complete a list of steps. There was four suspects DNA and then one crime scene, so we had to have five PCR tubes labelled for this and ready in an ice block for loading.

The second step was to put 20 ul of a primer mix from the kit into each tube and then to put 5 ul of each suspect DNA into the corresponding labelled tube and the same for the crime scene. We did this very accurately using a micro pipette and made sure to change the tip each time so not to contaminate anything and mess up the results.  After each tube was loaded an EdvoBead was added to each one and the tubes were gently flicked in order to dissolve the bead.

The third step was to centrifuge the tubes to collect samples at the bottom of them. Each tube was loaded correctly, and a sixth tube filled with water to match the weight of the others was added as a balance to make sure the centrifuge was weighted evenly.

After the centrifuge the tubes were ready to be loaded into the PCR machine. The PCR takes a while, so it gave us time to make our gels for the electrophoresis.

Making the gel:

The firsts step in making the gel was to weigh out 0.25g of agarose powder by using a balance and weighing boat.

Second step was to rinse the powder out of the weighing boat using the TBE buffer into a conical flask. The buffer was already measured to the right amount.

After both the powder and buffer were in a conical flask it was microwaved for 2 minutes, once done it was took out using the heat proof gloves so as not to burn yourself and then gently stirred to fully dissolve the powder.

The flask was then left to cool and once cooled to around 60 degrees 2.5 ul of safe view was added and the flask was swirled in order to mix it.

The gel was now ready to be put into the mould, it was gently poured in trying not to make any bubbles. Once loaded the comb was inserted in order to make the wells for loading at a later stage.  We used a 7×7 mould tray for the gel.

Once gel had set a diluted buffer was tipped over it, just enough to cover it.

Electrophoresis:

The final step of the practical was to run the samples through electrophoresis using the gel we made. Once the gel was cooled and set we took out the comb and then was ready to load our samples.

Our samples at this point have just finished PCR and are put back into the ice blocks. 5ul of loading solution was added to each of the five samples in preparation for electrophoresis. Once this had been done 25ul of each sample was loaded into individual wells in the gel. A ladder was also added into one of the wells.

Once all samples were loaded in the correct order the lid was put over the electrophoreses chamber and the wires were attached and we ran it for thirty minutes. Once the time was up the gel was put into a spectrophotometer which produces an image for analysing and discovering the results.

 

Results:

Our results came as a picture produced by the spectrophotometer and we analysed it from what we saw. The picture is as shown below in figure 1.  Our results and the image produced however did not turn out as planned and wasn’t a very good representative as we couldn’t really see or make out what was going on. We worked out that we left the electrophoresis to run for too long meaning that the samples had run to far and the gel had got disfigured. We were unable to compare the suspects to the crime scene because of this matter.

Figure 2 shows a good example of what we hoped to achieve and what the results would have looked like of we left it to run for a shorter time. The figure clearly demonstrates how you can link the suspect to the crime scene as the bands will line up and show a positive correlation.

 

dna pic 2.png
(figure 2)      (FDRSummerDrugs – Nucleic Acids (HL), 2014)
dna pic 1
(figure 1)

 

 

 

 

 

 

Conclusions:

From this practical I have learnt a lot; I have had to use many of my skills in order to complete it and get some form of result. The skills used were pipetting and weighing and I had to do perform these skills in an accurate way in order to achieve good results. The practical was a success and produced results meaning that my lab skills were proven to be accurate and that I did not contaminate any of the samples.

The negative was that the result was distorted, and we could not make up a conclusion of what suspect matched the crime scene. This was because we left the electrophoresis run for too long and it made the gel distort and the samples run of the end.

If I was to complete this practical again I would make sure to run the gel for maybe half the time so for fifteen minutes or I would use a longer gel mould to achieve a greater image to analyse. I would carry out the same skills and use the same equipment as I have not managed to find any issues or anomalies with the equipment or skills I used for other pars of the practical.

 

References

FDRSummerDrugs – Nucleic Acids (HL) (2014). [Online] [Accessed on 10th January 2018] https://fdrsummerdrugs.wikispaces.com/Nucleic+Acids+%28HL%29.

Gill, P., Lygo, J. E., Fowler, S. J. and Werrett, D. J. (1987) ‘An evaluation of DNA fingerprinting for forensic purposes.’ ELECTROPHORESIS, 8(1) pp. 38–44.

Vos, P., Hogers, R., Bleeker, M., Reijans, M., Lee, T. van de, Hornes, M., Friters, A., Pot, J., Paleman, J., Kuiper, M. and Zabeau, M. (1995) ‘AFLP: a new technique for DNA fingerprinting.’ Nucleic Acids Research, 23(21) pp. 4407–4414.

Osmosis

Osmosis is the diffusion of water or other solvents through a semipermeable membrane. First studied in 1877 in Germany it was discovered that water will move through a membrane to the area of higher concentration in order to dilute it. (osmosis | chemical process,)  A semi permeable membrane is a material that allows water and some other small minerals and materials but stops anything else passing through. Osmosis will always move solvents across the membrane from an area of low concentration to an area of high concentration, see (figure 1) In the end the pressure builds up and the osmosis will stop through osmoregulation. (science clarified)

osmosis
figure 1

Osmoregulation is a phycological process an organism uses to maintain water balance.  Mainly trying to keep concentration of body fluids outside of cells the same as it is on the inside. (Osmoregulation – Biology Encyclopaedia) This equilibrium helps to keep cells from either taking too much water and exploding or by letting to much go and shrivelling up.

Plant cells and animal cells are different so have different ways of comping with osmosis an osmoregulation. Plant cells have a thick cell wall and when places in a hypotonic solution the cell begins to swell but the cell wall prevents it from bursting. If a plant cell is put into a hypertonic solution, then the water from inside the cell will diffuse out and the cell will shrink. See (figure 2)

osmsis 2
figure 2

On the other hand, animal cells do not have this thick cell wall so when put into a hypotonic solution they can swell up ad burst. An organelle called contractile vacuoles are designed to prevent this from happening and they pump water out of the cell if this occurs. In hypertonic solutions water will diffuse out of the cell and the cell will shrink, however in animal’s cells are always surrounded by an isotonic solution which keeps equilibrium thus preventing the cell from shrinking. (The Effects of Osmosis)

 

The kidney is an organ an organ in which osmosis occurs, all mammals have kidneys and the function of this organ is to filter waste out of the blood.(How Your Kidneys Work, 2014)  Osmosis occurs in the kidneys and this helps to maintain and regulate salt and minerals in the blood. The first step is when molecules such as salts, urea, glucose and water diffuse from the glomerulus into a liquid within the bowman’s capsule. This is then all passes on to the proximal tubule, loop of Henle and then the distal tubule. There are loads of capillaries surrounding these three parts known as a nephron. See (figure 3) Water moves out of the tubules and loop on Henle and into the more concentrated are inside the capillaries.  If water is needed to be conserved even more then a hormone ADH is released; it makes the walls of the collection duct permeable to water so that it can be diffused in order to conserve. (Passive Transport)

osmosis 3
figure 3

Osmosis is being manipulated and used within industries to overcome issues in the world today. According to (Shaaban and Yahya, 2017) reverse osmosis is a technique that is currently considered the most reliable for brackish and sweater desalination. Hot countries such as Egypt require large amounts of desalinated water and the study being carried out by (Shaaban and Yahya) investigating the performance of reverse osmosis plants in hot climates. Fresh water can be obtained limitless supplies by desalinating seawater. Reverse osmosis was deemed the most effective way of producing freshwater however its disadvantage was that it needed a big energy supply.  Recent studies and investigations into this area of reverse osmosis and the industry have risen due to global energy crisis. The aim is to find and create a way of using less energy in reverse osmosis by using new technology. 

 

References

How Your Kidneys Work (2014) The National Kidney Foundation. [Online] [Accessed on 5th December 2017] https://www.kidney.org/kidneydisease/howkidneyswrk.

osmosis | chemical process (n.d.) Encyclopedia Britannica. [Online] [Accessed on 5th December 2017] https://www.britannica.com/science/osmosis.

Passive Transport (n.d.) The Kidney! [Online] [Accessed on 5th December 2017] http://kidneys-are-us.weebly.com/passive-transport.html.

Shaaban, S. and Yahya, H. (2017) ‘Detailed analysis of reverse osmosis systems in hot climate conditions.’ Desalination, 423, December, pp. 41–51.

The Effects of Osmosis (n.d.). [Online] [Accessed on 5th December 2017] http://www.etomica.org/app/modules/sites/Osmosis_old/Background1.html.

https://www.google.co.uk/search?q=osmosis&source=lnms&tbm=isch&sa=X&ved=0ahUKEwj7jZWgh_TXAhWIpqQKHbgcDnsQ_AUICigB&biw=1366&bih=662#imgrc=swcCZ-LyQakTOM:

https://www.google.co.uk/search?biw=1366&bih=662&tbm=isch&sa=1&ei=_y8nWpy6NMSXsAfTyJnwCQ&q=osmosis+in+kidneys&oq=osmosis+in+kid&gs_l=psy-ab.1.0.0j0i24k1l4

https://www.google.co.uk/search?biw=1366&bih=662&tbm=isch&sa=1&ei=LDAnWqSGLs2tkwWn84LoCg&q=hypertonic+hypotonic+isotonic&oq=hypertonic+h&gs_l=psy-ab.1.0.0l3j0i67k1j0l6.83363.89471.0.90798.30.17.0.2.2.0.169.1167.12j2.15.0….0…1c.1.64.psy-ab..16.13.965.0..0i24k1.88.hoHSv4wBvyQ#imgrc=cPLcPmEf9Pw4LM:

Advances in diagnosing and treating navicular diseases in horses.

The navicular bone is located in the lower heel of a horse just behind then coffin bone and the short pastern. (see figure 1) The navicular bone is prone to cause issues such as lameness in horses, navicular disease being one of these.

navicular
Figure 1 

Navicular disease is a progressive and degenerative condition involving the navicular bone.  (Navicular disease in horses: signs and treatment, 2001) Navicular is not classified as a disease in horses as it is just a series of abnormalities. Terms once used were “navicular syndrome” or “palmar foot pain” however due to advances in technology such as MRI scanning we now use the term to it as “navicular disease” to refer to changes in the navicular bone structure. The so called disease is stated to be one of the most common causes for severe can chronic lameness in horses. (Navicular Disease in Horses – Musculoskeletal System)

Diagnosing navicular disease can be quite tricky, but modern advances in technology have allowed it to be a little easier. MRI scanning allows us to look at soft tissue damage and fluid in addition to just the bone. Whereas in past times vets have had to take radiographs or which do not offer the insight of the soft tissues and supporting ligaments around the navicular bone itself. (The New Navicular Paradigm, 2016)

Since MRI scans have stared to be used they have shed a light on equine foot pathology and navicular dieses itself. If used correctly by an experienced MRI user then it can produce complex images and be used for a clear diagnostic; being able to tell specifically what is wrong with the horses foot/heel.(The New Navicular Paradigm, 2016)

We can see how technology advances had allowed us to be able to diagnose navicular disease in horses but now how have the industry advanced in ways of treating and preventing it?

In the past a horse owner’s wort nightmare would be to find out their horse had navicular disease; this is because there was no apparent cure and inevitably the horse would have an early retirement.  However, since MRI scans have been used vets and scientist could focus on specific areas and the root causes. In the summer of 2014 two new drugs were approved which would from then on help to combat and overcome navicular syndrome. (New options for navicular treatment, 2015) These two drugs are called Tildren and Osphos, they are both bisphosphonates and essentially work the same way and help with bone remodelling. (DVM, 2015)

Other advances in treating horses with navicular syndrome today can be rest, corrective shoeing, nerve blocks, and surgery. Shoeing Is a great way to treat it but must be done by an experienced farrier working closely with your vet.  Advances in remedial shoeing means farriers can fit “ egg bar”  shoes and/or pads which help to take weight of the heel and relieve tensions on the tendons. (Navicular Disease: Treatment and Prevention)

Prevention is always better than the cure. Preventing navicular disease isn’t too hard and could save a lot in the long run. All of these new treatments and diagnostics are effective and greatly appreciated in the industry however they come at a cost. Preventing navicular syndrome can be done by your horse receiving prober hoof care and shoeing and keeping an eye out for heat or swelling in the feet after strenuous work. Also keeping an eye of the hoofs for long toes, short heels or even uneven hoofs and getting this sorted and checked of if it occurs is good preventatives and shows good ownership too. (Navicular Disease: Treatment and Prevention)

 

References

DVM, K. M. (2015) Bisphosphonates and navicular syndrome in horses. dvm360.com. [Online] [Accessed on 21st November 2017] http://veterinarynews.dvm360.com/bisphosphonates-and-navicular-syndrome-horses.

Navicular Disease in Horses – Musculoskeletal System (n.d.) Veterinary Manual. [Online] [Accessed on 21st November 2017] https://www.msdvetmanual.com/musculoskeletal-system/lameness-in-horses/navicular-disease-in-horses.

Navicular disease in horses: signs and treatment (2001) Horse & Hound. [Online] [Accessed on 21st November 2017] http://www.horseandhound.co.uk/tag/navicular-disease.

Navicular Disease: Treatment and Prevention (n.d.) EquineSpot.com. [Online] [Accessed on 21st November 2017] http://www.equinespot.com/navicular-disease.html.

New options for navicular treatment (2015) The Horse Owner’s Resource. [Online] [Accessed on 21st November 2017] https://equusmagazine.com/diseases/options-navicular-treatment-28471.

The New Navicular Paradigm (2016) TheHorse.com. [Online] [Accessed on 21st November 2017] http://www.thehorse.com/articles/37431/the-new-navicular-paradigm.